대학생의 아동기 정서적 외상경험과 관계적 공격성의 관계에서 정신화와 정서조절곤란의 순차매개효과

초록

This study investigated the sequential mediating effects of mentalization and emotion dysregulation on the relationship between childhood emotional trauma and relational aggression among 271 South Korean university students with dating experience. Data collected via the Childhood Emotional Trauma Scale, Mentalization Scale, Emotion Dysregulation Scale, and Relational Aggression Scale were analyzed using SPSS 28.0 and PROCESS macro (Model 6). The results of the analyses were as follows. First, childhood emotional trauma was positively correlated with emotion dysregulation and relational aggression, and negatively correlated with mentalization. In addition, mentalization was negatively correlated with emotion dysregulation and relational aggression, while emotion dysregulation showed a significant positive correlation with relational aggression. Second, mentalization and emotion dysregulation sequentially mediated the relationship between childhood emotional trauma and relational aggression. Furthermore, the simple mediation analyses revealed that only emotion dysregulation had a significant single mediating effect on the relationship between childhood emotional trauma and relational aggression. In conclusion, this study elucidates the sequential pathways through which childhood emotional trauma influences relational aggression among university students by highlighting the roles of mentalization and emotion dysregulation. The findings suggest the importance of interventions that simultaneously address mentalization and emotion dysregulation to prevent and reduce relational aggression among university students with experiences of childhood emotional trauma.

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